At Bank End we use White Rose Maths in Years 1-6, which has been written to support teachers in all aspects of their planning whilst delivering a recovery curriculum effectively. Teachers need to plan the following for mathematics lessons:
- Precise questioning to test conceptual and procedural knowledge
- How and when manipulatives will be used, where possible, within each lesson to scaffold difficult tasks
- Low stake quizzes to support learners’ ability to block learning and increase space in their working memory
- Tasks and questions which challenge pupils to apply and deepen their learning and mathematical reasoning
In the Early Years Foundation Stage (EYFS), we relate the mathematical aspects of the children's work to the Development Matters statements and the Early Learning Goals (ELG), as set out in the EYFS profile document. Mathematics development involves providing children with opportunities to: practise and improve their skills in counting numbers; calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures. The mathematics areas of learning are number (ELG 11) and shape, space and measures (ELG 12). We continually observe and assess children against these areas using their age-related objectives then plan the next steps in their mathematical development through a topic-based curriculum. There are opportunities for children to encounter maths throughout the EYFS (both inside and outside) – with both planned activities and the self-selection of easily accessible quality maths resources. Whenever possible children’s interests are used to support delivering the mathematics curriculum.
Throughout Reception teachers aim to draw the elements of a daily mathematics lesson together so that, by the time children move into Year 1, they are familiar with a structured lesson/activity. These plans created in the style of White Rose by members of the EYFS team, following training by South Yorkshire Maths Hub.